chapter 3 individual and organizational learning

Chapter 3

Individual and

Organizational Learning

3 -1

Objectives

Describe the model of adult learningIdentify individual learning styles and their

characteristicsDistinguish between adaptive and

generative learningDescribe the characteristics of a learning

organization

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -2

Why Is Continuous LearningImportant?

Rapidly changing business environments require that a company’s managers and employees learn faster than their competitors Hence, continuous learning is a necessity for both individuals andorganizations

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

Learning Organization - Defined

A learning organization is skilled at

creating, acquiring, and transferring

knowledge and at modifying its behavior

to reflect new knowledge and insights

3 -3Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

Characteristics of Learning Organizations

Systematic problem solvingExperimentationLearning from past experience Learning from othersTransferring knowledge

3 -4Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -5

Adult Learning

Based on reciprocity and experienceHas a problem-solving orientationIs individualized and self-directedIntegrates learning and livingNeeds to be applied

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

The Learning Process

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -6

Kolb’s Experiential Learning Model

Reflective Observation (discussion; debriefing)

Concrete Experience (class activities)

Abstract Conceptualization

(reading)

Active Experimentation (personal application

assignments)

Knowledge

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -7

3 -8

Learning-Style Inventory (LSI)

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -9

Concrete Experience (CE)

Learning by experiencing

From specific experiences

Relating to people

Sensitivity to feelings and people

Feeling

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -10

Reflective Observation (RO)

Learning by reflecting

Careful observation before making judgments

Viewing issues from different perspectives

Looking for the meaning of things

Watching

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -11

Abstract Conceptualization (AC)

Learning by thinking

Logically analyzing ideas

Planning systematically

Acting on an intellectual understanding of the situation

Thinking

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -12

Active Experimentation (AE)

Learning by doing

Showing ability to get things done

Taking risks

Influencing people and events through action

Doing

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -13

Learning-Style Type Grid

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

Basic Strengths of Learning Styles

3 -14

ACCOMODATING Getting things done Leading Taking risks Initiating Being adaptable Practical

DIVERGING Being imaginative Understanding people Recognizing problems Brainstorming Being open-minded

CONVERGING Solving problemsMaking decisionsReasoning deductivelyDefining problemsBeing logical

ACCOMODATING PlanningCreating modelsDefining problemsDeveloping theoriesBeing patient

CE

ROAE

ACOrganizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

What Happens in an Organization When There Are

Too Many Divergers?

Paralyzed by alternatives

Cannot make decisions

Too Few Divergers?

Lack of ideasInability to

recognize opportunities and problems

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -15

What Happens in an Organization When There Are

Too Many Assimilators?

Castles in the air No practical

applications

Too Few Assimilators?

Unable to learn from mistakes

No sound basis for work

No systematic approach

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -16

What Happens in an Organization When There Are

Too Many Convergers?

Solution of the wrong problems

Hasty decision making

Too Few Convergers?

Lack of focusNo testing of ideas

or theoriesScattered thoughts

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -17

What Happens in an Organization When There Are

Too ManyAccommodators?

Trivial improvements

Meaningless activity

Too FewAccommodators?

Work is not completed on time

Impractical plansWork is not goal-

directedOrganizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -18

Argyris’s Theory Types

Espoused Theories

What we profess to believe

“Do as I say, not as I do”

Theories in Action

What actually guides our behavior

“Walking the talk”

Defensive routines prevent people from questioning the validity of the assumptions

underlying these theoriesOrganizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

3 -19

Adaptive Learning

3 -20

Also called single-loop learning

Has a coping orientation

Focus on solving problems or making incremental improvements

Refine the prevailing mental model

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

…Adaptive Learning

3 -21

Current method

Incrementallyimprovecurrent method

Need improvement?

YES

MEASURE

Continue with current method

NO

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

Generative Learning

Also called double-loop learningHas a creative orientationSurface and review underlying

assumptions about the prevailing mental model

Involves continuous experimentation and feedback

3 -22Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

…Generative Learning

3 -23

Experimentation Feedback

Ongoing analysis of how organizations define and solve problems

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

Parallel Learning Structures - Defined

3 -24

Part of the organization that operates alongside the normal bureaucracy with the purpose of increasing organizational learning by creating and/or implementing new thoughts and behaviors

Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner

Components of Parallel Learning Structures

A steering committee and a number of small groups with norms and operating procedures

Aim is to promote a climate conducive to innovation, learning, and group problem solving that is not possible within the larger bureaucracy

3 -25Organizational Behavior: An Experiential Approach 8/EJoyce S. Osland, David A. Kolb, Irwin M. Rubin and Marlene E. Turner